Implementing the teaching handwriting, reading and spelling skills programme with an intermediate phase deaf Gauteng learner using the spoken language approach

Implementing the teaching handwriting, reading and spelling skills programme with an intermediate phase deaf Gauteng learner using the spoken language approach

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The rationale for this study was to investigate the implementation of the THRASS literacy programme on a deaf learner who uses the spoken language approach. Particular emphasis was given to the role played by the Phoneme Machine together with Cued Speech. THRASS focuses on phoneme-grapheme correspo...

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Bibliographic Details
Main Author: Mumford, Vivien Patricia
Other Authors: Hugo, Anna Johanna, 1947-
Format: Others
Language:en
Published: 2013
Subjects:
Alphabetic Principle
Articulation
Collaborative co-teaching
Cued Speech
Deafness
Inclusion
Language acquisition
Phonology
Phonological awareness
Phonemic awareness
Phonics
Phoneme Machine
Reading
Spelling
Spoken language approach
THRASS
371.9126096822
English language > Study and teaching (Elementary) > South Africa > Gauteng > Case studies
Deaf children > Education > South Africa > Gauteng > Case studies
Inclusive education > South Africa > Gauteng > Case studies
Online Access:http://hdl.handle.net/10500/11896

Internet

http://hdl.handle.net/10500/11896

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